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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

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Geography- Humans have adapted to, and modified the physical environment Compare ways that humans depend on, adapt to, and modify the physical environment. (8B) B Social Studies Skills- Create visual and written materials. Interpret visuals including graphs, charts, timelines, and maps. B Histoy- Historical development of political issues Assess how people's changing perceptions of geographic features have led to changes in human societies. (2B) Geography- Physical characteristics of the environment Describe physical environment of regions and the physical processes that affect these regions. (3B) Geography- Physical characteristics of the environment Explain the distribution of plants and animals in different regions of the world. (4C)

Five Themes of Geography 3 days T5* Five themes of geography debate- Choose a local

environmental issue and divide students into groups that would represent different viewpoints on that issue. I.e. environmentalist, developers, local businesses, immigrants, government agencies, average citizens, etc... Students present their group's viewpoint on the issue and then teacher conducts a debate on the issue. The five themes of Geography should be highlighted by the groups and reinforced by the teacher throughout the lesson. Possible topics for debate: development on the Edward's Aquifer, use for old airport, Barton Creek Salamander, "Big Box" developments... Five Themes collage- Students choose a community issue to investigate such as the endangered Barton Springs Salamander or hydrilla overgrowth in Austin lakes. After researching the issue, create a collage to demonstrate the five themes as they apply to that specific issue.

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Teacher assesses validity of viewpoints of each group and participation by each student. Five Themes situational quiz- Use situations instead of definitions to assess understanding. Students write a short essay evaluating viewpoints presented in debate.

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212 Geography- Physical characteristics of the environment Describe the impact of analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales. (8C) 218 Geography-Concept of regions Identify physical factors that constitute a region. (9A) 336 810 Economics-Political factors influence a society's economy Evaluate the geographic economic impact of policies. (12C) Social Studies Skills- Transfer information from one medium to another Transfer information from one medium to another, including written or visual and statistical to written or visual. (L) Social Studies Skills- Apply critical thinking skills to identify a social studies problem Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) SPECIAL NOTE ON PACING AND SUGGESTED STUDENT WORK PRODUCTS: There are more than enough classroom activities provided in this document to fulfill the number of days in the first six weeks grading period. Choose and/or modify the activities to best fit the needs and learning styles of your students.

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Indicates differentiation from the IPG. The APGs are color-coded to explain the type of differentiation used. GREEN = Modifications, RED = Substitutions, PURPLE = Additions Color-coded APGs are available on the AISD matrix website at: www.austinschools.org/matrix

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation Resources Online support at www.classzone.com McDougal Littell World Geography Textbook Chapter 1, Section 1 McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 5-6 Access for Students Acquiring English, pp. 1, 4 Spanish Reading Study Guide, pp. 5-6 Unit 1 In Depth Resources: Building Vocabulary, 9; Skillbuilder, p. 8 Critical Thinking Transparency, CT1 Formal Assessment, p. 5 Maps101.com (the login is AISD and the password is AISD) Video (optional): The Five Themes of Geography. Education Video Network, 2000.

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Teacher Notes Locate current events/local issues through local newspaper or other source.

Standard Vocabulary: boundaries, frontier, delimitation, demarcation, physical boundaries, natural boundaries, ethnic boundaries, antecedent boundaries, consequent boundaries, superimposed boundaries. Advanced Vocabulary: cultural ecology, cultural landscape Teacher may focus on one issue or may focus on several issues. Additional Lessons for the 5 Themes of Geography http://www.education-world.com/a_lesson/lesson071.shtml and http://www.nationalgeographic.com/resources/ngo/education/themes.html

Principles of Learning: Clear Expectations; Accountable Talk; Academic Rigor Expect students to utilize social studies vocabulary during social studies discussions and in all written products and assignments throughout the year.

Principles of Learning: Clear Expectations; Academic Rigor This would be a good time to set clear expectations for student notebooks or binders. Create a criteria chart of what would constitute a "good" notebook. You may also want to spend some time introducing students to rubrics and assessment criteria.

NOTE: 5 days have been allotted during this grading period for assessment, reteaching, and Six Weeks Tests

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation 206

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Geographer's Tools

Geography- Construct and interpret maps and other graphics Interpret historical maps to identify and explain geographic factors that have influenced people and events in the past. B Geography-Translate and analyze geographic data Answer questions about geographic distributions and patterns shown on maps, graphs, and charts. (8.10B) B Social Studies Skills-Transfer information Transfer information from one medium to another, including written or visual and statistical to written or visual, using computer software as appropriate. (WH26C) B Social Studies Skills- Create visual and written materials Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change. (21C) B Government- Structure of governments Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions. (14A) Social Studies Skills-Obtain information using visuals Use a series of maps, including a computer-based geographic information system, to obtain and analyze data needed to solve geographic and locational problems. (21E) P 813 Social Studies Skills- Create visual and written materials Design and draw appropriate maps and other graphics such as sketch maps, diagrams, tables, and graphs to present geographic information including geographic features, geographic distributions, and geographic relationships. (22A) Social Studies Skills- Use appropriate mathematical skills Use appropriate mathematical skills to interpret social studies information such as maps and graphs. (L) Social Studies Skills- Apply critical thinking skills to identify a social studies problem Use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions. (23B) NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

T2 5 days T2

McDougal Littell World Geography Textbook TE, p. 15 Exploring Local Geography Activity: Creating a Neighborhood Map Mapping Our World: GIS Lessons for Educators Module 1 (pages 5-47) Arc View: The Basic- Students are introduced to the basic concepts and skills of GIS. They will create and print a map based on the five-step geographic inquiry model and will then write a brief paragraph explaining how they created their maps. ML World Geography Textbook TE p. 15 Creating a Neighborhood Map Use student answer sheets that come with Module 1 Teacher developed quiz/map skills test

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McDougal Littell World Geography Textbook TE, p. 18 Cooperative Learning: Comparing Distances TE p. 16 Make a map of the classroom to scale

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TE p. 18 Comparing Distances

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TAKS Preparation

McDougal Littell World Geography Ancillaries: TAKS Spiraled Content Review TE, p.2 TAKS Diagnostic and Practice Tests TE, pp. 14-16

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation Resources McDougal Littell World Geography Textbook Chapter 1, Section 2 McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 5-10 Access for Students Acquiring English, p. 3 Spanish Reading Study Guide, pp. 5-10 Critical Thinking Transparency, CT33 Map Transparency M1, M2, M3, M4 Unit 1 In-Depth Resources: Building Vocabulary, p. 9 Formal Assessment, p. 6 Rand McNally Atlas of World Geography pp. 4-6, 20-50 Video (optional): Maps and Globes. AGC/United Learning, 2000. (Four-part series on reading maps, globes and other visual aids). Maps101.com (The login is AISD and the password is AISD)

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Teacher Notes Use historical maps to show boundary changes over time in the United States, Europe, Asia, etc...

Advanced Vocabulary: meridian, parallel, nautical mile, meridians, parallels, thematic map, map functions, cartograms, plates, geometric triangulation, remote sensing, map orientation

Principles of Learning: Clear Expectations

With students, list criteria of "good" social studies notebook entries. Use these criteria or a rubric based on them to assess selected social studies notebook entries throughout the year. With students, list techniques to use when reading expository texts. These might include: · skimming the text before reading to preview the information to be learned · reading slowly enough to comprehend facts and concepts · rereading to find specific information · studying pictures to find information they convey · using subheadings and titles to find information List these techniques on a chart and expect students to use them when reading social studies materials throughout the year.

General Websites on Geography and Culture: Maps101.com www.cnn.com www.census.gov/ipc/www/idbpyr (population pyramids) www.cia.gov/cia/publications/factbook www.abcnews.com www.pbs.org www.adventuredivas.com www.nationalgeographic.com Country Studies at http://lcweb2.loc.gov/frd/cs/cshome.html

Content Specific Websites: World Cultures Website: http://www.vny.com/Resources/culture/default.htm

Maps, Maps, Maps at http://www.kidinfo.com/Geography/Maps.html Additional Lessons for the Five themes of Geography http://www.education-world.com/a_lesson/lesson071.shtml and http://www.nationalgeographic.com/resources/ngo/education/themes.html NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation 111

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Earth's Structure/Weathering

History- How the present relates to the past Analyze the effects of physical and human geographic patterns and processes on events in the past [and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today.] (1A) B Geography- Humans have adapted to, and modified, the physical environment Compare ways that humans depend on, adapt to, and modify the physical environment. (8B) B Geography- Physical characteristics of environment Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil-building processes. (3B) Geography-Translate and analyze geographic data Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Niño, floods, droughts, and hurricanes. (8C) Geography- Physical environment affect and interacts with the human environment Explain the interrelation-ships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. (8A) Social Studies Skills- Apply critical thinking skills to identify a social studies problem and evaluate solutions Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) Social Studies Skills- Apply critical thinking skills to identify a social studies problem and evaluate solutions Use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions. (23B) T2 * 2 days Campus Geographical Term Scavenger Hunt/ExplorationStudents explore the local school campus identifying examples of the terms taken from Ch.2 Section 1 and Section 4. Students should also identify examples of the positive and negative environmental impact of the school. If possible, students could take soil samples and analyze them. Investigate erosion along the coast of Texas and its impact on the environment and humans. TAKS Preparation Completion of required "Scavenger Hunt" tasks. Follow-up essay on the environmental impact of the school and solutions to environmental problems caused by the school. Quiz over terms from Ch.2 Section 1 and 4.

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McDougal Littell World Geography Ancillaries: TAKS Practice Transparencies, TT3 TAKS Mini-Lesson TE, p. 25d TAKS Mini-Lesson TE, p. 43

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Principles of LearningTip: Clear Expectations; Accountable Talk; Socializing Intelligence Use the following rubrics or have students assist with the creation of a Class Discussion Rubric in order to judge the quality/rigor of classroom discussions and to assist with Accountable Talk and Clear Expectations in the classroom. Class Discussion Rubric Http://www.phschool.com/professional_development/assessment/rub_classroom_discussion.cfm

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NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation Resources McDougal Littell World Geography Textbook Chapter 2, Section 1

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Teacher Notes Standard Vocabulary: atmosphere, biosphere, continental drift, core, crust, hydrosphere, lithosphere, magna, mantle, solar system, chemical weathering, delta, erosion, glacier, glaciation, humus, loess, mechanical weathering, moraine sediment, weathering

McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 13-14 Access for Students Acquiring English, p. 5 Spanish Reading Study Guide, pp. 13-14 Unit 1 In-Depth Resources: Building Vocabulary, p. 18; Reteaching, p. 19 Map Transparency, MT5 Critical thinking Transparency, CT2 Outline Maps with Activities, pp. 1-2 Formal Assessment, p. 19 Rand McNally Atlas of World Geography pp. 20-23 Video (optional): Asteroids: Deadly Impact. National Geographic Television, 1997. (Examination of the evidence of asteroid hits). Maps101.com (The login is AISD and the password is AISD)

Teacher should pre-walk campus to come up with appropriate lesson.

Advanced Vocabulary: soil horizon, elements, matter, magnetic poles, diurnal- nocturnal

Principles of Learning Tip: Clear Expectations; Accountable Talk Use the following rubrics or have students assist with the creation of a Cooperative Learning and Collaboration Rubric in order to judge the quality/rigor of group work, student participation, student products and to assist with Accountable Talk and Clear Expectations in the classroom. Cooperative Learning Rubric: Product http://www.phschool.com/professional_development/assessment/rub_coop_product.cfm Collaboration Rubric http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html

Content Specific Website: Multimedia Tour of the Solar System http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation 715

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Bodies of Water and Types of Landforms

Science, Technology and Society- Impact of technology and human modifications on the physical environment Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment. (19A) B Geography-Physical characteristics of environment Relate the physical processes to the development of distinctive land forms.(4B) Geography- Physical environment affect and interacts with the human environment Explain the interrelation-ships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. (8A) Social Studies Skills- Apply critical thinking skills to identify a social studies problem and evaluate solutions Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) Social Studies Skills- Apply critical thinking skills to identify a social studies problem and evaluate solutions Use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions. (23B) T2* 7 days McDougal Littell World Geography Textbook TE, p. 33 Differentiating Instruction: Investigating the Hydrologic Cycle McDougal Littell World Geography Textbook TE, p. 35 Activity Option: Illustrating Local Landforms Long Term Project- Create Your Own Continent Project Students will create a continent on the earth in an area of the ocean where no continent exists. Students will create two maps. The first map is a topographic map that will be labeled with landforms and water features. Students must identify what tectonic plate their continent is on and their landforms must reflect the effects of that tectonic plate. The map will be colored according to elevation. Political boundaries should be drawn in. The second map is a thematic map that wills how climate and vegetation for their continent. Students must take into account latitude, longitude, ocean currents, wind currents, and their landforms to determine what the climate and vegetation will be for their continent. Both maps should include lines of latitude/longitude, a scale, key, title, and compass rose. Have students calculate the area of their continent. Formal Assessment, p.20 Chapter 2, Section 2 Quiz Illustrations of local landforms. Teacher created rubric for out of class project (Long Term Project).

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NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation Resources McDougal Littell World Geography Textbook Chapter 2, Section 2

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Teacher Notes For project, the textbook is an adequate resource to complete the project. Have students come up with a theme for their continent. Give students a scenario as to why the continent is being created/discovered. Standard Vocabulary: flood plains, levees, cascades, cataracts, aquifer, permeability, springs, artesian springs, hot springs, wetlands

McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 15-16 Access for Students Acquiring English, p. 6 Spanish Reading Study Guide, pp. 15-16 Unit 1 In-Depth Resources: Building Vocabulary, p. 18; Reteaching, p. 20 Map Transparency, MT4 Outline Maps with Transparencies, pp. 7-8 Formal Assessment, p. 20 Rand McNally Atlas of World Geography pp. 24-25, 28-31 Maps101.com (The login is AISD and the password is AISD) Supplemental reading: Montaigne, Fen. "Water Pressure" National Geographic. September 2002, pp. 2-32. -

Principles of Learning Tip: Accountable Talk Create the norms and skills of Accountable Talk by modeling appropriate forms of discussion and by questioning, probing, and leading conversations. Help students develop talk that is appropriate in tone and content to the social group and setting and to the purpose of the conversation.

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

Page 8

©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation 111 History- Present relates to the past Analyze the effects of physical and human geographic patterns and processes on events in the past. (1A) B

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Plate Tectonics

T2* 2 days Mapping Our World: GIS Lessons for Educators- Module 2 The Earth Moves: A Global Perspective- Students will observe patterns of earthquake & volcanic activity on the earth's surface and the relationships of these patterns to the location of diverse landforms, plate boundaries, and population distribution. Mapping Tectonic Hot Spots: An Advanced InvestigationStudents will use the internet to acquire the most recent data on worldwide earthquakes and volcanoes. They will then construct a map on current world tectonic hot spots. McDougal Littell World Geography Textbook TE, p. 40 Skillbuilding Lesson: Creating Multimedia Presentations Student answer sheets for module

214 Geography- Translate and analyze geographic data Answer questions about geographic distributions and patterns shown on maps, graphs, and charts. (8.10B) B 208 Geography- Physical characteristics of the environment Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil-building processes. (3B) 212 Geography- Physical characteristics of the environment Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Niño, floods, droughts, and hurricanes. (8C) 701 Science, Technology and Society- Impact of technology on daily lives, past and present Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (19B) 825 Social Studies Skills- Apply critical thinking skills to identify a social studies problem and evaluate solutions Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) Resources McDougal Littell World Geography Textbook Chapter 2, Section 3 McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 17-18 Access for Students Acquiring English, pp. 7, 9 Spanish Reading Study Guide, pp. 17-18 Unit 1 In-Depth Resources: Building Vocabulary, p. 18; Reteaching, p. 21 Map Transparency, MT5, MT6 Formal Assessment, p. 21 Rand McNally Atlas of World Geography pp. 26-27 Teacher Notes T2

Student answer sheets for module

P

TAKS Preparation

McDougal Littell World Geography Ancillaries: TAKS Spiraled Content Review TE, p.9

Standard Vocabulary: cyclone, earthquake, epicenter, fault, flood, funnel cloud, hurricane, lava, meteorologist, El Niño, remote sensors, Richter scale, Ring of Fire, storm surge, tectonic plates, tornado, tornado alley, tsunami, typhoon, volcano, water spout When using the GIS Lessons for Educators, teacher should choose appropriate module lesson for students, time, and computer lab availability. Advanced Vocabulary : divergent, convergent, subduction, collision, transform, igneous rock, metamorphic rock, metamorphism, continental shelves, continental drift, Pangaea, divergent, convergent, subduction, trench, intensity

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

Page 9

©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation 111

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Climate, Seasons and Weather, Soil and Vegetation

History- How the present relates to the past Analyze the effects of physical and human geographic patterns and processes on events in the past. (1A) Geography- Humans have adapted to, and modified, the physical environment Compare ways that humans depend on, adapt to, and modify the physical environment. (8B) Social Studies Skills- Apply critical thinking skills to identify a social studies problem and evaluate solutions Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) Geography- Physical characteristics of the environment Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil-building processes. (3B) Geography- Physical characteristics of the environment Explain the distribution of different types of climate in terms of patterns of temperature, wind, and precipitation and the factors that influence climate regions. (4A) Geography- Physical characteristics of the environment Attribute occurrences of weather phenomena and climate to annual changes in Earth-Sun relationships. (3A) Geography- Physical characteristics of the environment Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. (4C) T2* 3 days Concept Map-5 Factors of Distribution of ClimateSee IPG p. 8 Create a climograph. See p. 64 TE p. 56 Estimating Temperature and Altitude T2 McDougal Littell World Geography Textbook TE, p. 56 Link to Math: Estimating Temperature and Altitude TE p. 60 Identifying Climate Regions- Differentiate by adding additional components that influence climate such as wind currents, ocean currents, latitude, etc... TE p. 66 Comparing Maps/Making Charts-" TE p.69 "Internet Activity"- global warming TAKS Spiraled Content Review, pp. 3, 9, 25, 41 TAKS Preparation Teacher Developed Chapter Test

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McDougal Littell World Geography Ancillaries: TAKS Practice Transparencies, TT7, TT10

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NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

Page 10

©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation 212

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Climate, Seasons and Weather, Soil and Vegetation (cont.)

Geography- Physical characteristics of the environment Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales. (8C) Geography- Physical environment affect and interacts with the human environment Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. (8A) Science, Technology, and Society-How technology affects daily lives, past and present Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (19B) Social Studies Skills-Apply critical thinking skills to identify a social studies problem and evaluate solutions Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) 3 days (cont.) Mapping Our World: GIS Lessons for Educators Module 3 (pages 116-178) Running Hot and Cold: A Global Persepctive- Students will explore characteristics of the earth's tropical, temperate, and polar zones by analyzing monthly and annual temperature patterns in cities around the world. They will write an essay offering data and examples from the GIS Investigation. Seasonal Differences: A Regional Case Study of South Asia- Students will observe patterns of monsoon rainfall in South Asia and analyze the relationship of those patterns to the region's physical features. They will write a letter to describe the seasonal changes in their location and ways that their daily lives and the lives of people around them reflect those changes. Sibling Rivalry- An Advanced Investigation- Students will study climatic phenomena El Nino and La Nina by downloading the map images from the GLOBE (Global Learning and Observations to Benefit the Environment) Web site. They will write an essay that describes the effects of El Nino and La Nina years on their local area or an area you designate for research. Module 3 Student Answer Sheets Module 3 Essay p. 140

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Module 3 Student Answer Sheets Module 3 Essay p. 162

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Module 3 Student Answer Sheet Module 3 Essay p. 176177

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

Page 11

©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation Resources

McDougal Littell World Geography Textbook Chapter 3, Section 1 McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 23-24 Access for Students Acquiring English, p. 10 Spanish Reading Study Guide, pp. 23-24 Unit 1 In-Depth Resources: Building Vocabulary, p. 30; Reteaching, p. 31 Cultures Around the World, p. 1 Cultures Transparencies, CW1 Formal Assessment, p. 35

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

Teacher Notes Choose appropriate module for your class.

The concepts from these chapters are a key element of the long term project "Create Your Own continent." Make sure connections are clear to students.

Teacher will need to get information for climographs or have students do research for the information.

Video (optional): Nature's Fury! National Geographic Society, 1994. (study of tornadoes, hurricanes, floods, and other natural forces) Video (optional): Planet Earth 3: Climate Puzzle. Unapix, 1995. (examination of past weather patterns and predictions for the future) Maps101.com (The login is AISD and the password is AISD)

Standard Vocabulary: winter solstice, summer solstice, thermal inertia, antipode, pollutants, ozone layer, radiation balance, ssensible heat, relative humidity, heat index, dew point

Content Specific Websites:

Global Temperatures http://www.ems.psu.edu/wx/usstats/tempstats.html Wind Chill Calculator http://www.srh.noaa.gov/elp/wxcalc/wxcalc.shtml National Climatic Data Center http://www.ncdc.noaa.gov/oa/ncdc.html

Principles of Learning Tip: Accountable Talk; Socializing Intelligence Use the following rubric or have students assist with the creation of a Group Discussion Rubric in order to judge the quality/rigor of student discussion and participation and to assist with Accountable Talk and Clear Expectations in the classroom. Group Discussion Rubric http://www.mashell.com/~parr5/techno/group.html

Principles of Learning Tip: Accountable Talk, Academic Rigor Use the following rubrics or have students assist with the creation of each rubric in order to judge the quality/rigor of oral presentations, portfolio assessments and to assist with Accountable Talk and Clear Expectations in the classroom. Rubrics http://school.discovery.com/schrockguide/assess.html Oral Presentation Rubric http://www.phschool.com/professional_development/assessment/rub_oral_presentation.cfm Portfolio Assessment Rubric http://www.phschool.com/professional_development/assessment/rub_portfolio_assessment.cfm

Indicates differentiation from the IPG. The APGs are color-coded to explain the type of differentiation used. GREEN = Modifications, RED = Substitutions, PURPLE = Additions Color-coded APGs are available on the AISD matrix website at: www.austinschools.org/matrix

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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©2005-2006 Austin Independent School District Matrix Strand Matrix TEKS Knowledge and Skill # Student Expectation

Austin ISD Advanced Planning Guide ­ Social Studies First Six Weeks

TAKS Obj.

Pre-AP World Geography Suggested Assessments

Time/ Pace

Suggested Student Work Products

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ]=not tested on TAKS L= Local Expectations; Italics= Local Specificity < > TAKS support for specific grade(s) and not all three grades * TEKS strand matches different TAKS Objective

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